Some Key Factors in the Promotion of Learner Autonomy in Higher Education

Abstract

Abstract Learner autonomy is identified when the learner is aware of himself or herself as a learner, when he or she knows and understands the learning context; has the necessary skills to negotiate and function appropriately within that context; can critically review the integration of new learning, and can set his or her own learning agenda. This paper sets out to explore why it is important that students in higher education (HE) should want to achieve such autonomy and how they may be assisted in achieving it.